English Project General assessment information This pack contains general assessment information for centres preparing candidates for the project Component of Advanced Higher English Course assessment. It must be read in conjunction with the specific assessment (s) for this Component of Course assessment, which may only be downloaded from SQA s designated secure website by authorised personnel. This edition: September 2017 (version 1.2) The information in this publication may be reproduced to support SQA qualifications. This publication must not be reproduced for commercial or trade purposes. This material is for use by assessors Scottish Qualifications Authority 2017
Contents Introduction 1 What this assessment covers 2 Assessment 3 General Marking Instructions 6
Introduction This is the general assessment information for Advanced Higher English project. This is worth 30 marks out of the total of 100 marks. This is 30% of the overall marks for the Course assessment. The Course will be graded A D. Marks for all Course Components are added up to give a total Course assessment mark which is then used as the basis for grading decisions. This is one of four Components of Course assessment. The other Components are a Literary Study question paper, a Textual Analysis question paper and a writing portfolio which contains two pieces. There is separate documentation for the writing Component ( and general guidance). This document describes the general requirements for the assessment of the project Component for this Course. It gives general information and instructions for assessors. It must be read in conjunction with the Assessment for this Component of Course assessment. Equality and inclusion This Course assessment has been designed to ensure that there are no unnecessary barriers to assessment. Assessments have been designed to promote equal opportunities while maintaining the integrity of the qualification. For guidance on assessment arrangements for disabled candidates and/or those with additional support needs, please follow the link to the Assessment Arrangements web page: www.sqa.org.uk/sqa/14977.html Guidance on inclusive approaches to delivery and assessment in this Course is provided in the Course/Unit Support Notes. Advanced Higher English project : general assessment information 1
What this assessment covers This assessment contributes 30% of the total marks for the Course. The assessment will assess the skills, knowledge and understanding specified for the project in the Course Assessment Specification. These are: knowledge of literary forms and genres the ability to apply in-depth knowledge and understanding to complex and sophisticated literary texts the ability to plan, research and present the findings of an independent on an aspect of literature The Added Value consists of challenge and application: the candidates will build on the skills they have acquired in the Analysis and Evaluation of Literary Texts Unit and apply them with greater independence. Advanced Higher English project : general assessment information 2
Assessment Purpose The purpose of this assessment is to generate evidence for the Added Value of this Course by means of a project. Assessment overview This project- will give candidates an opportunity to demonstrate the following skills, knowledge and understanding: knowledge of literary forms and genres the ability to apply in-depth knowledge and understanding to complex and sophisticated literary text(s) the ability to plan, research and present the findings of an independent on an aspect of literature The assessor will support the candidate to choose the focus, theme and genre for his/her. Assessment conditions Assessors must exercise their professional responsibility in ensuring that evidence submitted by a candidate is the candidate s own work. This project is: set by centres within SQA guidelines conducted under some supervision and control This assessment will be carried out over a period of time. Candidates should start at an appropriate point in the Course. This will normally be when they have completed most of the work on the Units in the Course. This assessment has three stages: A planning stage which should be completed over a period of time. A development/research stage which should be completed over a period of time. A writing stage which should be completed over a period of time. The should be between 2,500 3,000 words, including quotations but excluding footnotes and bibliography. The word count should be submitted with the. If the word count exceeds the maximum by more than 10%, a penalty will be applied. Advanced Higher English project : general assessment information 3
The word length is appropriate to the complexity of the, allowing candidates to conduct an in depth study of their chosen text(s). This assessment is likely to involve redrafting pieces of work. Texts studied for must be untaught. Writers or texts studied in cannot be used in the Literary Study exam. There are no restrictions on the resources to which candidates may have access, for example, spellcheckers and dictionaries. Candidates must undertake the assessment, whatever the nature, independently. However, reasonable assistance may be provided prior to the formal assessment process taking place. The term reasonable assistance is used to try to balance the need for support with the need to avoid giving too much assistance. If any candidates require more than what is deemed to be reasonable assistance, they may not be ready for assessment or it may be that they have been entered for the wrong level of qualification. Reasonable assistance may be given on a generic basis to a class or group of candidates, for example, advice on how to develop a plan. It may also be given to candidates on an individual basis. When assistance is given on a one-to-one basis in the context of something the candidate has already produced or demonstrated (eg detailed commentary on drafts) there is a danger that it becomes support for assessment and assessors need to be aware that this may be going beyond reasonable assistance. Assessor comments on the selection of a /topic is appropriate before the candidate starts the. Assessors should not provide specific advice on how to re-phrase or improve responses, or provide model answers specific to the candidate s. It is not acceptable for the assessor to provide key ideas, to provide a structure or plan, to suggest specific wording or to correct errors in spelling and/or punctuation. This would go beyond reasonable assistance. Once work on the assessment has begun, the candidate should be working independently. The writing stage will be conducted under some supervision and control. This means that although candidates may complete part of the work outwith the learning and teaching setting, assessors should put in place processes for monitoring progress and ensuring that the work is the candidate s own and that plagiarism has not taken place. Assessors should put in place mechanisms to authenticate candidate evidence. For example: regular checkpoint/progress meetings with candidates short spot-check personal interviews checklists which record activity/progress Advanced Higher English project : general assessment information 4
Group work approaches, as part of the preparation for assessment, can be helpful to simulate real-life situations, share s and promote team working skills. However, group work is not appropriate once formal work on assessment has started. Evidence to be gathered The following candidate evidence is required for this assessment: a of between 2,500 and 3,000 words Advanced Higher English project : general assessment information 5
General Marking Instructions In line with SQA s normal practice, the following General Marking Instructions are addressed to the marker. They will also be helpful for those preparing candidates for Course assessment. Evidence will be submitted to SQA for external marking. All marking will be quality assured by SQA. General Marking Principles for Advanced Higher English project- This information is provided to help you understand the general principles you must apply when marking candidate responses to this. These principles must be read in conjunction with the Detailed Marking Instructions, which identify the key features required in candidate responses. (a) Marks for each candidate response must always be assigned in line with these General Marking Principles and the Detailed Marking Instructions for this assessment. (b) Marking should always be positive. This means that, for each candidate response, marks are accumulated for the demonstration of relevant skills, knowledge and understanding: they are not deducted from a maximum on the basis of errors or omissions. (c) The candidate s will be marked in terms of knowledge, understanding, analysis, evaluation and expression. (d) Assessment should be holistic. There will be strengths and weaknesses in every ; assessment should focus as far as possible on the strengths, taking account of weaknesses only when they significantly detract from the overall performance. The does not have to be perfect to gain full marks. Advanced Higher English project : general assessment information 6
Detailed Marking Instructions for Advanced Higher English project Assessors should assess the in terms of knowledge, understanding, analysis, evaluation and expression and arrive at a final mark. The following grid should be used in helping assessors arrive at a mark. The assessor should select the band containing the descriptors that most closely describe the. Once that best fit has been decided, then: where the evidence fully meets the standard described, the highest available mark from that band range should be awarded where the candidate s work just meets the standard described, the lowest mark from that band range should be awarded otherwise the mark from the middle of that band range should be awarded where the number of marks in the band selected is four, assessors should use their professional judgement to decide allocation of the mark. For example 14-11: Assessors should reconsider the candidate s abilities in the four main characteristics. If the candidate just misses a 14, award 13. If the candidate is slightly above a 10, award 11 0 marks should be awarded where the candidate provides no evidence of the ability to plan, research and present the findings of an independent on an aspect of literature. If the word count exceeds the maximum by more than 10%, a penalty will be applied. Advanced Higher English project : general assessment information 7
Dissertation Range of marks 30-27 26-23 22-19 18-15 14-11 10-6 5-1 Knowledge and Understanding The demonstrates: a comprehensive knowledge and understanding of the text(s) as a whole which demonstrates sustained insight into the issues explored a full and relevant exploration which demonstrates sustained consideration of the implications of the extensive textual evidence which is clearly focused on the demands of the through broad but judicious selection of references secure knowledge and understanding of the text(s) as a whole which demonstrates some insight into the issues explored a relevant exploration which demonstrates secure consideration of the implications of the extensive textual evidence to support the demands of the, demonstrating selection from across the breadth of the text(s) broad knowledge and understanding of the text(s) as a whole a relevant approach to the which demonstrates broad consideration of the implications of the relevant textual evidence to support the demands of the which demonstrates selection from across the breadth of the text(s) appropriate knowledge and understanding of the key elements and/or central concerns and/or significant details of the text(s) a relevant approach to the textual evidence which supports the demands of the but with some limitations in breadth of selection knowledge and understanding of the key elements and/or central concerns and/or significant details of the text(s) but with some insecurities an appropriate approach to the but with some weakness in relevance some textual evidence to support the demands of the knowledge and understanding of the key elements and/or central concerns and/or significant details of the text(s) but with some in accuracies an appropriate approach to the but with many weaknesses in relevance limited textual evidence to support the demands of the little knowledge and understanding of the key elements and/or central concerns and/or significant details of the text(s) an inconsistent approach to the which demonstrates little relevance little textual evidence to support the focus of the Advanced Higher English project : general assessment information 8
Range of marks 30-27 26-23 22-19 18-15 14-11 10-6 5-1 Analysis The demonstrates: relevant analysis of a -appropriate range of literary techniques and/or features of relevant analysis of a -appropriate range of literary techniques and/or relevant analysis of a range of literary techniques and/or features of language, relevant analysis of a range of literary techniques and/or features of language, some attempt to analyse literary techniques or features of language some attempt to analyse a limited range of literary techniques or an attempt to analyse literary techniques or features of language which skilfully strengthen the line of argument features of language which strengthen the line of argument as appropriate, which support the line of argument as appropriate to the but with weakness in the depth and/or relevance of the analysis features of language but with weakness in the depth and/or relevance of the analysis language which lacks range and/or depth and/or relevance to the Evaluation The demonstrates: a committed, clear stance with respect to the text(s) and the and skilfully based a clearly identifiable evaluative stance with respect to the text(s) and the a relevant evaluative stance with respect to the text(s) and and based on evidence a discernible evaluative stance with respect to the text(s) and the an implied evaluative stance with respect to the text(s) and the an implied evaluative stance with respect to the text(s) and the but which has no discernible evaluative stance with respect to the text(s) and on precise evidence and securely based presented within the and based on some weakness in the presented within the on evidence evidence presented relevance presented within the within the Expression The demonstrates: skilful and considered use of structure, style and language, including appropriate skilful use of structure, style and language, including appropriate consistently accurate use of structure, style and language, including appropriate consistently accurate use of structure, style and language, including appropriate some weakness in accuracy or use of structure, style and language, including some weakness in accuracy or use of structure, style and language, including significant errors in structure, style and/or language, including critical/analytical critical/analytical critical/analytical critical/analytical appropriate appropriate incorrect or terminology, to terminology, to terminology, to terminology, to critical/analytical critical/analytical inappropriate use develop an argument develop an argument develop an argument develop an argument terminology which terminology which of critical/ with a sustained and with a sustained focused on the relevant to the affects the strength affects the strength analytical precise focus on the focus on the of the argument but of the argument and terminology, does not impede occasionally impedes which impede understanding understanding understanding Advanced Higher English project : general assessment information 9
Administrative information Published: September 2017 (version 1.2) History of changes Version Description of change 1.1 Inclusion of word count including quotations and information on writers/texts added to Assessment conditions. 1.2 Marking instructions on (Knowledge and Understanding) and (Expression) updated to reflect current marking practice. Authorised by Qualifications Manager Qualifications Manager Date September 2016 September 2017 Security and confidentiality This document can be used by practitioners in SQA approved centres for the assessment of National Courses and not for any other purpose. Copyright This document may be reproduced in whole or in part for assessment purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. If it needs to be reproduced for any purpose other than assessment, it is the centre s responsibility to obtain copyright clearance. Re-use for alternative purposes without the necessary copyright clearance may constitute copyright infringement. Scottish Qualifications Authority 2017 Advanced Higher English project : general assessment information 10